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Understanding by Design: Complete Collection
Understanding by Design
6-17-2010
Ancient Egypt [6th grade]
Jeanine Capitani
Trinity University
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Capitani, Jeanine, "Ancient Egypt [6th grade]" (2010). Understanding by Design: Complete Collection. Paper 134.
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UNDERSTANDING BY DESIGN
Unit Cover Page
Unit Title: Ancient Egypt
Grade Level: 6
Subject/Topic Area(s): Social Studies
Designed By: Jeanine Capitani
Time Frame: 25 Days
School District: Private
School: The Winston School San Antonio
School Address and Phone: 8565 Ewing Halsell, San Antonio, TX 78229
#210-615-6544
Brief Summary of Unit (Including curricular context and unit goals):
This unit on Ancient Egypt is one of five units I teach about ancient civilizations after
completing a study of what culture is and how it defines us. This unit focuses on the
geography, religion, and social structures of ancient Egypt. It also emphasizes an
understanding of the different time periods of Egyptian society from 4,500 BC- the 18th
Dynasty. At the end of this unit on Egypt, the students will demonstrate knowledge of
the culture of Egypt by writing and illustrating a story where they go back in time and
describe two aspects of Egyptian culture as well as meet a person and describe their
place in the social hierarchy.
Unit: Ancient Egypt
Grade: 6
Stage 1: Desired Results
Established Goals (Standards)
TEKS or Scope & Sequence
TEKS: 113.22. Social Studies, Grade 6.
(5) Geography. The student understands how geographic factors influence the economic development, political
relationships, and policies of societies. The student is expected to: (A) explain factors such as location, physical
features, transportation corridors and barriers, and distribution of natural resources that influence the economic
development and foreign policies of societies; and (B) identify geographic factors that influence a society's ability
to control territory and that shape the domestic and foreign policies of the society.
(12) Government. The student understands alternative ways of organizing governments. The student is expected to:
(A) identify alternative ways of organizing governments such as rule by one, few, or many; (B) identify examples
of governments with rule by one, few, or many;(C) identify historical origins of democratic forms of government;
(15) Culture. The student understands the similarities and differences within and among cultures in different
societies. The student is expected to:(A) define the concepts of culture and culture region;(B) describe some traits
that define cultures; (C) analyze the similarities and differences among selected world societies;
(17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (A)
explain aspects that link or separate cultures and societies; (B) explain the impact of political boundaries that cut
across culture regions; (C) analyze how culture traits spread; (D) explain why cultures borrow from each other; (E)
evaluate how cultural borrowing affects world cultures
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from
a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate,
and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual
material; and artifacts to acquire information about selected world cultures; (B) analyze information by sequencing,
categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret
information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (D) identify
different points of view about an issue or topic;
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written
communication; (C) express ideas orally based on research and experiences; (D) create written and visual material
such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar,
spelling, sentence structure, and punctuation.
Understandings
Students will understand that…
•
•
•
Geography shapes where humans settle and how their culture develops.
Culture is an expression of a group’s beliefs, religion, government, and way of life.
Our culture today reflects many aspects of ancient cultures.
Essential Questions
•
•
How do we decide where to live?
How do we know about ancient civilizations?
- What has survived to tell us about them?
- How does this help us understand their culture?
Knowledge
Skills
Students will know…
Students will be able to…
•
•
•
•
•
•
•
How to define culture.
The geography of Egypt.
The division of society into a hierarchy
of social classes.
Have an understanding of what the
Egyptians believed about the afterlife.
Information about specific pharaohs:
Menes, Hatshepsut, Ramses,
Tutankhamen.
Important Vocabulary: irrigation,
pharaoh, dynasty, polytheism, afterlife,
hieroglyphics, Rosetta Stone, temples.
•
•
•
•
Compare and contrast modern culture vs.
ancient Egypt.
Use a map to identify specific locations.
Describe and compare the three different
Kingdoms of ancient Egypt: Old, Middle,
and New.
Describe specific pharaohs and why their
legacy is important: Menes, Hatshepsut,
Ramses, Tutankhamen.
Demonstrate knowledge of Egyptian culture
to write a story.
Stage 2: Assessment Evidence
Performance Task:
In groups, students will do the Your Turn to Write! project. They will write a book mimicking
Mummies in the Morning, by Mary Pope Osborne (Magic Tree House #3). Teacher will read the
book to the students first, and then describe the project.
Students will write and illustrate their own picture book:
-As a group, students will pretend like they are Jack and Annie (from the book), and have a
magic tree house which they can use to go visit ancient Egypt. They will have to describe where
they are, what they see, and pick at least one part of Egyptian culture to describe, just like Jack
and Annie described the inside of a tomb. They must use good details and must include pictures
to describe the aspects of Egyptian culture being portrayed in the story.
-They will be graded based on the writing rubric.
Other evidence:
(quizzes, tests, academic prompts, self-assessments, etc.
note – these are usually included where appropriate in Stage 3 as well)
-bell ringers
-notes about each section
-Protocol 3-2-1
-Exit slips
-Vocabulary Builder flashcards and worksheets
-Quizzes on each section
-Chapter test
Stage 3: Learning Activities
(Steps taken to get students to answer Stage 1 questions and complete performance task)
Activities to do
-“The Cities of Ancient Egypt” (p.12 Building Skills by Exploring Maps: Ancient Civilizations)
- Pocket activities on religion and architecture (History Pockets: Ancient Egypt)
-“Packing for the Afterlife” activity (p. 53 Hands-on Culture of Ancient Egypt)
-“Religion of Egypt: Hundreds of Gods” activity (p. 37 Hands-on Culture of Ancient Egypt)each student picks one and draws a picture
-Make a book out of index cards to describe the jobs of ancient Egypt: scribes, artisans,
merchants, soldiers, farmers and peasants, slaves (p. 104-106 Holt: World History Ancient
Civilizations)
Day 1
-Write the EQ: How do we decide where to live? on the board and have students copy it in their
journal. Give them a few minutes to write down answers and then discuss.
-Create a KWL chart in journal about ancient Egypt and discuss as a class.
-Locate Egypt on a world map and do “The Cities of Ancient Egypt” map activity in groups.
(p.12 Building Skills by Exploring Maps: Ancient Civilizations)
-Finish for homework.
Day 2
-As a class, read “The Gift of the Nile” and highlight together (p. 13 PCI- World History Shorts
1). Discuss that we know about this civilization (EQ) because of the buildings that they built.
-Independently, students will answer the following questions:
(Protocol 3-2-1)
3- List 3 things you learned about Egyptian religion.
2- Name 2 things you learned about pharaohs.
1- Explain 1 reason why pyramids were so important.
-Homework: p. 15- 16 crossword puzzle and map activity.
Day 3
-Bell Ringer: “The Gift of the Nile” multiple choice quiz (p. 14 PCI- World History Shorts 1)
-Begin Section 1: Geography and Early Egypt and read p. 88-89 in Holt: World History Ancient
Civilizations
-Discuss key vocabulary: Nile River, cataracts, delta
-Take notes in journal as we read and glue in vocabulary flash cards
-Exit Question: Why was it important to the Egyptians that the Nile’s flooding was consistent?
Day 4
-Bell Ringer: How did farmers use the Nile to grow their crops?
-Students will fill in guided notes while viewing the power point about how civilizations
developed in Egypt. Discuss Menes and the unification of the two kingdoms. (p. 90-92 Holt)
-Do Section 1 Vocab Builder (Holt Differentiated Instruction CD)
-Homework: p. 123 Section 1 Vocab Builder (Holt Chapter Resources CD)
Day 5
-Section 1 Quiz
-In groups, make a Venn diagram and compare and contrast the Nile River in Egypt and the
Tigris and Euphrates Rivers in Mesopotamia.
Day 6
-Begin Section 2: The Old Kingdom (p. 93-94 Holt)
-Students will view power point and take notes about the Old Kingdom. In their journal they will
draw their own hierarchy depicting Egyptian society by drawing a large triangle and labeling
each section.
-Glue flash cards into journal.
Day 7
-Students will view power point about Religion and Egyptian Life (p. 95-97 Holt) and take notes.
-Read “Packing for the Afterlife” (p. 50-53 Hands-on Culture of Ancient Egypt) and have
students fill in the attached worksheet of items they would want buried in their tomb. Finish for
homework.
Day 8
-Students will view power point about The Pyramids (p. 98-100 Holt) and take notes.
-For extra information, use Magic Tree House Research Guide: Mummies and Pyramids
-Exit Slip: Do you think the Egyptians were gloomy and obsessed by death? Why or why not?
-Homework: Section 2 Vocab Builder (Holt Differentiated Instruction CD)
Day 9
-Have students read “Religion of Egypt: Hundreds of Gods” worksheet. (p. 37-39 Hands-on
Culture of Ancient Egypt)
-From the list of major gods on p. 38-39, have each student pick one and draw a picture
representing that god. Remind the students that they need to draw like an Egyptian. It may be
helpful to have examples of Egyptian paintings on the board. Display all the pictures together on
a large piece of butcher paper.
-Homework: use notes to study for quiz
Day 10
-Section 2 Quiz (add question: What is the Old Kingdom?)
-Using notes, students will fill in the Government and Religion worksheet.
-As a group, make a chart comparing our culture to that of ancient Egypt. Discuss hierarchy,
religion, government, and architecture.
Day 11
-Introduce the Religion pocket (p. 44-58 History Pockets: Ancient Egypt)
-Have students glue the front together and read and highlight the Religion fast facts.
-Begin the “Inside a Tomb” activity.
Day 12
-Finish “Inside a Tomb”
-Read “The Mummification Process” and complete the “Where’s My Mummy?” activity.
-Students can color in the pocket.
Day 13
-Begin Section 3: The Middle and New Kingdoms (p. 101- 103 Holt)
-Students will view power point and take notes in journal.
-Glue in flash cards.
Day 14
-Bell Ringer: Who was Hatshepsut and why was this person important?
-Students will be put into groups and will read p. 104-106 in Holt. When they finish, they will
use blank index cards to describe the jobs of the ancient Egyptians. Have them put each job title
in the center of 6 different index cards. Then, on a new card, they will describe each job and
what makes it unique. When they are done, they will have 12 index cards- make sure each job
title is on top of its description, then staple them on the left side.
-Homework: students will complete the Section 3 Quiz using their notes.
Day 15
-Bell Ringer: What would it be like to use a language that can be written up or down, right to
left, or left to right?
-Begin Section 4: Egyptian Achievements (p. 108-113 Holt)
-Students will view power point and take notes about Egyptian writing and the building of the
temples.
Day 16
-Students will view power point and take notes about Egyptian art and learn about Tutankhamen.
-Glue flash cards into journal.
-Review section 4.
Day 17
-Students will take the Section 4 Quiz.
-Students will begin studying for their chapter test.
-They will fill in the Kingdoms of Ancient Egypt worksheet.
-Homework: complete vocabulary matching worksheet.
Day 18
-Students will study for test by doing a chapter review.
-Homework: students will complete a study guide.
Day 19
-Students will take the Chapter Test.
-When they finish, students can color in their pocket or read about ancient Egypt.
Day 20
-Introduce the performance task: It’s Your Turn to Write!
-Read Magic Tree House #3 Mummies in the Morning
-Hand out the worksheet and explain that the students will be put into groups and they will be
writing and illustrating their own picture book based on Mummies in the Morning.
-If there is time, students can get into their groups and begin brainstorming.
Day 21-24
-Students will work in their groups and write their story. Illustrations will be done at home.
Day 25
-When they finish, they will share their story with the class and will be graded based on the
rubric.
*Optional Lesson:
If there is time, you can do a second pocket about Architecture from History Pockets:
Ancient Egypt p. 59-74. This could also be done instead of doing the religion pocket and
do this after completing Section 4.
-Introduce the Architecture pocket and have students glue the cover together.
-Have students complete “Pyramid Power” and color in pictures.
-Have students complete “The Great Pyramid at Giza”.
-Have students complete “An Egyptian Home”.
Name
Date
Packing for the Afterlife
(Adapted From: Hands-on Culture of Ancient Egypt p. 54)
What things would you take with you to the Afterlife? Fill in the following chart. You need to
list at least 3 things for each category. You will need to be able to explain to the class why you
would need these items for eternity.
Food
Clothes
Entertainment
Furniture
Personal Belongings
Household Supplies
Name
Date
Government and Religion (Section 2)
Directions: Use your notes to write three statements about the following question. You must use
complete sentences.
Describe the relationship between government and religion in the Old Kingdom of ancient
Egypt.
1.
2.
3.
Name
Date
Government and Religion (Section 2)
Directions: Use your notes to write three statements about the following question. You must use
complete sentences.
Describe the relationship between government and religion in the Old Kingdom of ancient
Egypt.
1.
2.
3.
Name
Date
Kingdoms of Ancient Egypt
Directions: Your job is to use your notes to write down specific information about the different
Kingdoms of Egypt. Include as much information as possible.
Old Kingdom
Dates:
Middle Kingdom
Dates:
New Kingdom
Dates:
Name
Date
Your Turn to Write!
As a class, we read the book, Mummies in the Morning, by Mary Pope Osborne. In the book, the
main characters, Jack and Annie, use the magic tree house to travel back to ancient Egypt to
explore a tomb and see a mummy!
Your job is to come up with your own story imagining you and the other members of your group
can travel back in time to visit Egypt. Your story will need to be at least 4 pages long, and it
needs to include good details and descriptions. You may use both your notes and your book. You
need to use complete sentences. You also need to include a cover page with a title for your story
and must include the authors.
Here are your goals:
1. You will need to pick at least 2 aspects of Egyptian culture that you want to describe.
a. Examples: farming, temples, tombs, the afterlife, being a pharaoh, making a
mummy, religion, government, daily life, etc.
2. You will need to describe the geography and the climate of the region.
3. You will need to meet someone and describe his or hers social class and occupation.
4. You will need to add pictures to illustrate what you see in your story (must use colored
pencils).
*You will be drawing your pictures AT HOME so you need to decide ahead of
time what each group member will be drawing for HOMEWORK.
Here is an example of how your story could look:
-page 1 = everyone in the group will go into the tree house and travel back to Egypt
-page 2 = describe what you see when you get to ancient Egypt and meet someone and
describe them
-page 3-4 (or more) = describe the 2 aspects of culture you chose
Day 1: You and your group members need to decide who you will meet and which 2 aspects of
culture you want to incorporate into your story. You need to jump in and begin writing your
story. Decide what pictures you want everyone to draw, and fill out the homework form and
remember to have your parents sign it. Examine the grading rubric so you make sure you include
everything you need in your story.
Homework: work on drawing
Day 2: As a group, you will write or type out your story.
Homework: work on drawing
Day 3: As a group, you will write or type out your story.
Homework: work on drawing- it is due tomorrow!
Day 4: You will finish writing your story and meet with me to decide where you want your
pictures.
Day 5: You will share your story with the class!
Name
Date
Your Turn to Write! - Homework
Dear parents, in class you student is working in a group to write a story book
imagining that they are going back in time to visit ancient Egypt! They will be
doing the writing in class, but each student will need to complete an illustration to
go with the story. I am requiring that they do their illustration in colored
pencils.
Your student will be drawing:
They have 3 nights to complete their drawing. Please sign and return this sheet.
Parent Signature
Date
Name
Date
Your Turn to Write! - Homework
Dear parents, in class you student is working in a group to write a story book
imagining that they are going back in time to visit ancient Egypt! They will be
doing the writing in class, but each student will need to complete an illustration to
go with the story. I am requiring that they do their illustration in colored
pencils.
Your student will be drawing:
They have 3 nights to complete their drawing. Please sign and return this sheet.
Parent Signature
Date
Your Turn to Write! - Grading Rubric
Category
Accuracy of Facts
Illustrations
Organization
Student Name:
4
3
2
1
All facts presented in the
story are accurate.
Facts include 2 aspects of
culture, geography,
climate, the character’s
occupation and social
status.
Original illustrations are
detailed, attractive,
creative, and provide
more information than is
included in the text. They
were done in colored
pencils.
The story is very well
organized. One idea or
scene follows another in a
logical sequence. The
story included a cover
page with a title and
authors’ names.
Almost all facts presented
in the story are accurate.
Most facts presented in
the story are accurate (at
least 70%).
There are several factual
errors in the story.
Original illustrations are
somewhat detailed,
attractive, and relate to
the text on the page. They
were done in colored
pencils.
Original illustrations
relate to the text on the
page. They were mostly
done in colored pencils.
Illustrations are not
present OR they are not
original. Illustrations lack
effort. They were not
done in colored pencils.
The story is pretty well
organized. One idea or
scene may seem out of
place. The story included
a cover page with a title
and authors’ names.
The story is a little hard to
follow. The cover page is
included with some
required information.
Ideas and scenes seem to
be randomly arranged.
The cover page is missing
or lacks required
information.
Grading Scale:
Accuracy of Facts is worth 50% of the grade. Illustrations and Organization are both worth 25%.